MOBILITY AND MEDIA EDUCATION IN A DIGITAL AGE: CONCEPTUAL CONSIDERATIONS AND PERSPECTIVES BETWEEN MEDIA ACTIVISM AND ADJUSTMENT BY MEANS OF LEARNING TECHNOLOGIES

Abstract

Mediated lifeworlds and mobilities involve new challenges and subject matters for education. In recent years, conceptualizations and methods have been deve¬loped in educational research and practice. The spectrum includes innovative perspectives for media education and mobile learning, technologically or economically driven approaches, concepts for education as hacking or media activism, and also sophisticated concepts of education essentially ignoring processes of digitization and mediatization. The paper starts with 1. reflections on some paradoxical aspects of contemporary education and quests for educational answers in view of media-cultural entanglements, followed by 2. a discussion of selected dimensions of mobile education and the concept of relevance formulas in education.

In so doing, the literacification of everything is being problematized. Finally, the contri¬bution aims at 3. critical thoughts on concepts and practices of media activism and (action-oriented) media education as different forms of intervention and an outline for a framework for relevance formulas in media education considering the relevance of mobilities in a post-societal era.